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• W2413622021 abstract "Experiential education is a key component of the curriculum for pharmacy students. Students value experiential placements (rotations) and genuinely appreciate the efforts of their preceptors in facilitating learning experiences. Similarly, preceptors do their best to help students achieve their goals and learning objectives. Despite these prevailing positive feelings and good intentions on the part of both the student and the preceptor, some students do not perform up to their own expectations in the clinical setting or fail to meet the expectations of the preceptor. There are many reasons this gap may exist, and the onus may rest to a variable extent with the student, the preceptor, various aspects of the preceptor-student interaction or the faculty, due to its role in preparing students for experiential placements. In this article, I offer a number of strategies that may help students enhance their success in an experiential placement.Although this piece focuses on the student’s role, it is important to acknowledge the key role preceptors play in the student’s success. Preceptors facilitate the development of knowledge, clinical skills and professional attitudes in pharmacy through guidance, coaching, role modeling and personal development of the student. Preceptors also help to orient and socialize the student to the clinical environment to optimize learning. Therefore, students and preceptors are equally invested in the use of strategies that help students achieve their goals and be successful in their placement.The strategies I propose are aimed at helping students take responsibility for their own success and are based on my observations over nearly 40 years as a preceptor for students of the Leslie Dan Faculty of Pharmacy at the University of Toronto. I have observed that students who exhibit certain behaviours and avoid others achieve a higher level of success and view their experiential training as more rewarding and fulfilling. The top-performing students consistently provide patient-centred care, perform to the best of their ability and exhibit a high level of professionalism. Given that success in an experiential placement is multifactorial, I offer these strategies in a spirit of goodwill and hope that students who are open to considering these behaviours and attitudes will find their experiential placements more successful overall.Many of the strategies and attitudes presented here may already be known; nevertheless, due to the range of extant preplacement experience, personality types, motivation and self-directedness, some students may have more self-discovery to do to ensure their success in an experiential placement and will appreciate these suggestions. In addition, some of the proposed strategies will be more obvious than others based on the student’s formative experiences, and so I have chosen to list the strategies under 2 broad headings arbitrarily divided into the obvious and the not-so-obvious from my perspective (Table 1). However, no one strategy is more important than another, and the division is not critical.Table 1Summary of strategies to ensure success in an experiential placementThe obvious strategies reflect what I perceive to be “expected” student behaviours. I mention them primarily for the benefit of those few students who lack self-awareness or who fail to approach the placement with the necessary importance. Making the obvious strategies explicit will serve as a review for the majority of students and a reinforcement of strategies that should be continued. The not-so-obvious strategies reflect what I consider to be “anticipated” student behaviours based on preplacement preparation. These behaviours may not be demonstrated universally simply because students are unaware of them or they represent areas for further growth. Regardless, these strategies are likely to be most helpful for students who fit any of the following descriptions: those who have little clinical experience, are reluctant to participate in care for whatever reason, have difficulty picking up on environmental or social cues, fail to see the applicability of their current experiential placement to future practice, are unaware that their behaviour is being monitored by everyone on the team and/or fail to appreciate the expertise of their preceptor. Making the not-so-obvious strategies explicit may be a revelation for those students.The strategies presented here offer a practical view of conduct aimed at maximizing the experiential placement opportunity. They are part of being a professional and complement the traditional parameters of professionalism such as ethics, confidentiality, honesty, dependability, maintaining a high standard and placing the patient’s interests above one’s own." @default.
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• W2413622021 date "2015-10-30" @default.
• W2413622021 modified "2023-09-27" @default.
• W2413622021 title "Strategies pharmacy students can use to ensure success in an experiential placement" @default.
• W2413622021 doi "https://doi.org/10.1177/1715163515608775" @default.
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